Reliability and Validity

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Reliability and Validity by Mind Map: Reliability and Validity

1. Reference: Borich G., Kubiszyn T. (2013). Educational Testing And Measurement: Classroom Application and Practice. Chapter 16 & 17. John Wiley & Sons, Inc. Hoboken, NJ.

2. Content Validity Evidence: test creator looks at the questions to ensure they are covering the area they wish to test the student on or to ensure they are meeting standards or set goals. This type of validity works well for achievement tests but does not work well for other tests such as IQ or SAT

3. Criterion-Related Validity Evidence: "scores from a test are correlated with an external criterion" (Kubiszyn 327)

3.1. Concurrent Criterion-Related Validity Evidence: concurrent criterion- related validity evidence deals with measures that can be administered at the same time as the measure to be validated." (Kubiszyn 327)

3.2. Predictive Validity Evidence: this type of testing helps to predict how the student may do in the future. An example of a predictive validity test would be the SAT test.

4. Construct Validity Evidence: this type of test will show that the students understand and comprehend the subject matter of the test. For example: If you are testing on vocabulary words, you wouldn't expect the test to show that they can do word problems, the expectation is the student understands the vocabulary words.

5. Valid tests should have adequate validity evidence, be reliable and measure what it was intended to measure. (Kubiszyn 336)

6. Test-Re Test: to ensure the validity of a test it is given twice to look at the correlation between scores.

7. Alternative form: this method would use two tests that are equivalent or equal, therefore eliminating the issue in the test-re test

8. Internal Consistency: items that the students are being tested on should correlate as well, making the test internally consistent and eliminating the risk of other variables that could appear.

8.1. Split Half Methods: Tests are split into two halves and then the overall score is determined on the correlation between the two total scores on the test.

8.2. Kuder-Richardson Methods: measures the overall test and looks at if it meets the objectives the test set out to test the students on.

9. Why are these important? We want to ensure that are tests are valid, fair and reliable. While we want our students to succeed, we also want to make sure that they are being tested in a fair manner, it isn't too easy or too hard and it tests them in the subject matter at hand. Being able to look at the reliability and validity of testing will help us to achieve that and hope that we provide a test that is fair and helps us, as teachers, see that students are meeting standards and objectives that are set out for them throughout the year.